Every Child is Successful

Every Child is Successful

Student Performance on Grade 4 English by Race/Ethnicity

What does this measure?

The percent of students tested who met or exceeded the state standard on the NYS Grade 4 English exam, broken down by students' race or ethnicity. Student performance is scored from level 1 to 4. The state standard is met by scoring at level 3 or 4 and is considered passing.

Why is this important?

Early reading skills are critical to a successful school experience and a productive work life.

How is our region performing?

Passing rates were higher for white and Asian students in the region (45% and 48%, respectively) than for Hispanic and African American students (19% and 15%, respectively) in 2016. For all groups, this represented an increase from 2015, however were still lower than the state level. Passing rates for African American and Hispanic students in the City of Rochester attending traditional public schools were the lowest in the region (each at 7%), despite being an increase from the previous year.

It should be taken into consideration that due to parent concerns about testing in schools, a large number of students did not take state exams in 2016 (also known as "opting-out"), which could affect overall achievement levels. Across the region, 25% of 3rd-8th graders opted-out of the NYS ELA exam. The rate in Monroe County was 27%, Rochester's rate was 12% and Seneca County was the highest among the surrounding counties, with an opt-out rate of 31%.

Notes about the data

Changes in the state's testing program over the last decade impact the comparability of test results year to year. In 2013, the state shifted to Common Core Standards and Common Core-based tests, and previously, in 2010 the state revised scoring of its tests, raising the threshold for passing. The Common Core was adopted in most states to better prepare students for success beyond high school by emphasizing problem solving, understanding and synthesis, comprehension of nonfiction text, and other higher-order thinking skills.

Subgroup data is not published for small groups (fewer than five students) in order to protect the confidentiality of students. New York State also suppresses data for the next largest group.